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Teacher Work Sample

University of South Carolina Beaufort

Department of Education

Introduction

The Teacher Work Sample (TWS) provides you with a structured experience to document the impact

of your teaching on the PreK-3 learners in your classroom. Knowing how to effectively document

your progress with students is critical for teacher accountability. The TWS also provides evidence of

your mastery of the Conceptual Framework Standards detailed in The Constructivist Educator. The

TWS is designed to document the specific activities interns engage in to help students learn. These

activities provide evidence that you can apply in the classroom what you have learned in your course

of study in the university and the Department of Education.

Analysis of the strengths and weaknesses of the TWS will be used for instructional and programmatic

improvements. Annually, data will provide the Department of Education with important information

that we use to improve our programs. For all instructional and programmatic improvements, your

confidentiality will be maintained. Candidates’ work will not be identified by name in any samples

or publications. Material for the TWS was adapted from The Renaissance Partnership for Improving Teacher Quality, a Title II federally funded project with

offices at Western Kentucky University. The Teacher Work Sample was also modified from Winthrop University’s Internship Work Sample

(2011).

Assignment

There are five dimensions identified by research and best practice as fundamental to improving

student learning that are contained in the TWS. Each dimension contains a task, a description of

requirements, and a rubric that defines various levels of performance. These rubrics will be used to

evaluate your TWS.

You are required to teach a comprehensive two-week unit. To provide a brief overview, you will

describe contextual factors, identify unit goals based on South Carolina Academic and Common Core

State Standards (CCSS), create an assessment plan designed to measure student performance before

(pre-assessment), during (formative assessment), after (post-assessment), and plan for your

instruction. One lesson must also include integration of technology. After you teach the unit, you

will analyze student assessment data and reflect upon and evaluate your teaching as related to student

learning.

Format

Overview. The TWS product should conform to the following outline:

D.1 Contextual Factors

D.2 Unit goals

D.3 Assessment Plan and Pre-assessment Results

D.4 Lesson Plans

D.5 Post-assessment Plan and Results

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Tables and assessment instruments. Tables and assessment instruments are required as part

of the TWS document. Each table should be consecutively labeled with a number and a short

description (e.g., Table 4: Assessment Plan Overview). Computational tables must be

completed in Excel.

Narratives. A suggested page length for your narrative is provided at the beginning of each

dimension. You have some flexibility for length across components, but the total length of

your written narrative (excluding lesson plans and assessments) should not exceed 14 word-

processed pages in Microsoft Word, double-spaced in 12-point font, with 1-inch margins,

and a header with name and page number. Narratives within lesson plans may be single-

spaced.

References and credits. Make sure to cite any information or ideas you obtain from

published material or the Internet using the American Psychological Association (APA) style.

APA guidelines can be located at the following website: http://www.apastyle.org/ and in the

manual entitled Publication Manual of the American Psychological Association Sixth Edition

(2009) Washington, DC: American Psychological Association).

Anonymity. In order to ensure the anonymity of students in your class, do not include actual

student names or identification (e.g., initials) or their work samples in any part of your TWS.

Identify students by number (e.g., 1, 2, 3, etc.) only.

Mechanics. Throughout the TWS, mastery of English language usage and writing skills and

appropriate format are expected. Please note that mechanics are a part of the rubric score for

each dimension.

Submission. You will submit the final copy of your TWS to LiveText. Include a title page, Table of

Contents, and summary Reference page. All pages should be consecutively numbered

from Dimension 1 through Dimension 5. Make sure that the LiveText submission is your

final draft and includes all parts of the TWS clearly following the TWS Outline.

Throughout the semester, individual dimensions of the TWS will be submitted in a variety

of ways to your University Supervisor. As the dimension is assigned, you will be given

submission directions.

Instruction for and Grading of the TWS

EDEC B469 University Supervisors and the EDEC B476 professor will provide instruction for

Dimensions 1 - 5. In addition, cooperating teachers will provide guidance throughout the TWS.

University Supervisors will grade the TWS with input from the EDEC B476 professor. A grading

rubric for each dimension will be used to grade the TWS. There are a total of 5 dimensions and 5

rubrics. To pass the TWS (and EDEC B469), you must score at least Acceptable on all 5

dimensions. The final score on each dimension is the earned score based on the descriptors in the

rubrics. University Supervisors will forward final TWS grades to the EDEC 476 professor.

Note: To pass EDEC B476 and to pass EDEC B469, teacher candidates must score at least Meets

Expectations on all ADEPT Domains included on the Internship Midterm/Final Evaluation Report

and Acceptable on all 5 dimensions of the TWS.

Rewriting: You are permitted no more than one rewrite of each dimension. After you receive

feedback on a dimension from your University Supervisor, you have the option of rewriting the

dimension following the time frame established. If the first submitted product is deemed not gradable

by your University Supervisor, he/she will score that dimension(s) as unacceptable. If any component

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is deemed unacceptable, regardless of your overall score, the unacceptable component must be

rewritten. The next submitted version is considered the one rewrite. The final score on each

dimension is the earned score based on the descriptors in the rubrics.

Timeline for Teacher Work Sample by Dimension

The TWS is a recurrent process that requires time before, during, and after instruction; you cannot

wait until you are finished teaching the unit to begin the TWS. This timeline is designed to guide you

through the dimensions related to the planning, implementation and reflection for your unit. Your

University Supervisor and cooperating teacher will give guidance as needed.

Cooperating teachers should always play a part in helping you develop appropriate lesson plans with

appropriate assessments. In addition, cooperating teachers are particularly valuable in giving you

information on students in the classroom for input on the contextual factors dimension and helping

you make sure that your TWS goal(s) fit into the overall instructional program of the classroom.

Suggested Timeframe Table

Dimension Sequence

1 Contextual factors Before unit starts (your first task)

2 Unit goals Before unit starts

3.1 Pre-assessment Before unit starts and after unit goals developed:

pre-assessment instrument designed, approved,

and administered.

3.2 Assessment plan and pre-assessment

results

Before unit starts, after pre-assessment

administered: pre-assessment data and analysis

used to inform instruction; unit assessment plan

developed. During unit: adjustments made.

4 Detailed lesson plans Before unit starts and during unit

5 Post-assessment plan and results After unit: post-assessment data and final

analysis

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Dimension 1. Contextual Factors Suggested Page Length: 4-5 pages including Contextual Factors Table

Task

Discuss information about the learning-teaching context and how it will inform your instruction.

Through a variety of sources, such as conversations with school personnel, surveys of students and

the cooperating teacher, build a contextual factors’ background. After the information is gathered,

complete a contextual factors table and write a narrative:

Briefly describe relevant and most current characteristics of the school (e.g. AYP status and

goals relating to student performance, parent involvement).

Next, describe resources available in the schools and community relevant to your students and

to your instruction (e.g. after school programs, sports programs, parks, libraries).

Describe the physical classroom and the environmental demands (see glossary) that may

affect student learning.

Using a variety of documented sources, complete the Contextual Factors Table.

Describe how specific relevant characteristics of students in your class and their functioning

on critical assessments impact your decisions when designing your instruction and

assessments.

Use information from the Contextual Factors Table (see next page) and other sources to

provide specific information on these categories. For example, if you have students who are

identified as special education or gifted/talented in your class, note the number of students and

type of exceptionalities and relevant Individual Education Plan (IEP) goals. If you have

students who are native speakers of other languages, note the number of students and their

approximate level of language proficiency [ex.: Limited English Proficiency (LEP) vs.

English Language Learners (ELL), Gifted and Talented (G/T)] including all factors relevant

to your classroom, and write a narrative. Keep in mind that this information is for the class for

which you are teaching the unit.

Describe general and specific implications for instruction and assessments throughout the

work sample. Base these implications on information about the considerations (e.g.

instructional, language, communication, social, behavior accommodations) needed for

specific students. This is the bridge between the contextual factors and the work sample’s

content. Specify how the information you have gathered might affect your instruction and

assessments.

Reference the sources you used to obtain this information. (Note that sources such as school

documents are more reliable sources than your personal observations.) Along with in text

citations, you should have a Reference page at the end of this section. However, as you add

Dimensions to your TWS, the Reference page should move to the last page of the TWS

document.

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Table #1: Contextual Factors Table

*Devise own code not related to student SSN or official school ID.

**Maintaining an asset perspective (see glossary) of your students, include meaningful information regarding culture/ family, that might help you better meet the students’ needs (e.g.

travel experiences, living in other states/countries, family professions, cultural traditions, beliefs).

*Student

Number Language(s)

spoken

at home

Relevant

Cultural

Background

Info **

Special Interests or

Hobbies

(Student Interview,

Interest Inventory)

Reading Level

Scores and Test

Used

Math Level

Scores and Test

Used

Differentiation

Needs

(IEP, ELL, G/T)

Other Relevant Student

Information

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Dimension 2. Unit Goal(s)

Suggested Page Length: 2 pages including unit goals chart aligned with state and/or national standards and

unit rationale

Task The unit goal(s) guide the planning, delivery, and assessment of your unit. The unit goal(s) should be

significant in that goals (see glossary) reflect all of the big ideas or concepts of the unit. The Unit goal(s)

should be measurable, challenging, varied, and appropriate. From your unit goal(s), you will later formulate

lesson objectives, which are more narrow and specific, but aligned with the achievement of the unit goal(s).

Identify the South Carolina Academic Standard(s) or Common Core State Standard(s) and/or National

standards that will direct your unit. Use the standard(s) to create your unit goal(s). Limit the number

of unit goals to no more than 4. If you have more than one unit goal, number your unit goals so they

may be easily referenced throughout the unit. South Carolina Academic and Common Core State

Standards list indicators after each standard. In some cases, those indicators may be used as unit goals.

Consult your University Supervisor and cooperating teacher to help you select appropriate standards.

They will guide you in developing the unit goal(s).

Create a table (example below) where the standard(s) is/are listed with the related unit goal(s).

Several content area examples are given for reference.)

Table 2: Standards and Unit goals

Construct a unit rationale. In a paragraph, explain why students should learn about the topic of the

unit. Describe real-life application (see glossary) for the learning. Merely stating that the lesson is part

of the standards is not sufficient. Why should students be required to learn this material—what,

beyond the standards, warrants the inclusion of the material in the unit? Explain how this information

will connect to your students’ lives.

State Standards(s) Unit goal

Example from Early Childhood Mathematics

CCSS. Math Content. 1.OA.A.1

Use addition and subtraction within 20 to solve word problems

involving situations of adding to, taking from, putting together, taking

apart, and comparing, with unknowns in all positions, e.g., by using

objects, drawings, and equations with a symbol for the unknown

number to represent the problem

UG 1:Students will represent and solve

problems involving addition and subtractions.

Example from Elementary Social Studies

SC-SS-05.3.1

Analyze the causes of the American Revolution—including Britain’s

passage of the Tea Act, the Intolerable Acts, the rebellion of the

colonists, and the Declaration of Independence and South Carolina’s

role in these events. (H, P, E)

UG 1: Students will describe the impact of the

American Revolution on South Carolina.

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Dimension 3. Assessment Plan and Pre-assessment Results

Suggested page length: 4-5 pages including table of pre-assessment results and table of assessment

plan overview, plus a copy of pre-assessment.

Task

Design a pre-assessment (see glossary) and analyze the resulting student data. Use this information

to develop an assessment plan for monitoring student progress toward the unit goal(s). Design

multiple assessments that are aligned with the unit goal(s) to assess student learning during and after

instruction. These assessments should authentically (see glossary) measure student learning and may

include performance-based tasks, paper-and-pencil tasks, observation checklists, and/or others.

1. Designing a Pre-Assessment

Design a diagnostic pre-unit assessment that you will administer to your class before teaching

the new unit you are planning. This brief assessment is a systematic way to gather information

on what your students already know about the unit and what skills they already have related to

the unit.

Prioritize the content from your unit goal(s).

Design a brief measure of the highest priority content central to mastering the unit goal(s).

Your measure(s) should address both demonstration of understanding/knowledge and the

performance of key skills addressing a range of understanding and skills from easy to

difficult associated with the unit. Label each item or element of the pre-assessment with

the unit goal(s) it measures. The assessment should contain directions for students to

follow as well as point values for each question type.

The pre-assessment should be reviewed by your cooperating teacher prior to the

submission to University Supervisor. The pre-assessment should be submitted to your

University Supervisor prior to the administration of the assessment and with ample time to

make necessary corrections.

Design a simple, clear scoring method. For example, use 3, 4, or 5 items per task, so you

can convert scores easily to percentage correct. Other hints: Be sure to include difficult

knowledge and skills to avoid a ceiling effect (see glossary). Also steer clear of time-

consuming tasks such as essay questions or lengthy multiple choice tests on material you

do not expect students to know yet. This helps prevent wasting time and avoids pain or

embarrassment for students. Clearly explain how you will evaluate or score the pre-

assessment (including mastery levels as defined on cooperating teacher’s grading

scale) to determine if the students’ performance meets the unit goal(s). Include all

scoring instruments such as rubrics, observation checklists, rating scales, item

weights, and/or answer keys.

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2. Pre-Assessment Results and Analysis

Summarize the results of the pre-assessment and analyze the data to develop an assessment

plan for monitoring student progress toward the unit goal(s).

Create a table (example below) in Excel showing the pre-assessment results for the unit

goal(s) or each unit goal. (Complete only columns 1 & 2). Compute the averages and

report classroom results for each unit goal. You will need a separate table for each unit

goal.

Analyze the data and link to contextual factors to find patterns of student performance.

Describe the patterns you find and how this information will guide specific instructional

decisions. If necessary, revise the unit goal(s), pre-assessment and/or instructional

decisions based on pre-assessment results. Describe the reasoning behind the revision of

the goal and instructional revisions. Using your pre-assessment data and the Contextual

Factors Table, list individual students and ideas for differentiation (see glossary). Make

sure to include any applicable IEP, ELL, reading, math, communication difficulties or

extensions for highly motivated and/or advanced students in your accommodations.

Table #: Results for Unit Goal # (Excel Table)

Column 1

Student

Number

Column 2

Differentiation

Needs

(ELL, IEP, G/T)

Column 3

Pre-unit

measure

(% of total)

Column 4

Post-unit

measure

(% of total)

Column 5

Change in

Percentage

Points

Column 6

Was unit goal

met?

(Yes or No)

# of 1st student

(List each

student # on a

separate line;

list ALL

students)

From Col 1:

Total number

of students:

Column 2:

Average

pre-unit

score (%):

Column 3:

Average post-

unit score (%):

Column 5:

Total number

of students

making gains:

Column 6:

Total number

of students

meeting this

unit goal:

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Provide an overview of your assessment plan in a table (refer to example below). List the

assessments by unit goal used to judge student performance before (pre-), during, and after

(post-) instruction. The purpose of this table is to illustrate the alignment between unit goals

and assessments. Your formative (see glossary) and post-assessments (see glossary) will

depend on the size and scope of your unit and the results of your pre-instruction assessment.

Table #: Assessment Plan Overview

Unit goal Addressed Pre-Instruction

Assessment

Description(s)

During Instruction

Assessment (Formative)

Description(s)

Post-Instruction

Assessment

Description(s)

Unit goal 1

Unit goal 2

Unit goal 3

Unit goal 4

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Dimension 4. Detailed Lesson Plans Suggested Page length: 3- 4 pages plus 5 representative lesson plans including lesson

assessments

Task You must include at least 5 representative lesson plans for your unit. Each unit goal should be

represented in at least one lesson plan. In addition, at least one lesson plan will demonstrate use of

technology by teacher candidate and/or students *.

Make a table (example below) that shows where, within the unit, these 5 lessons fall (and bold

each one of the five lesson plans only). Include all lessons taught during the unit in the table

highlighting those included in the TWS. Along with your table, in a brief paragraph, explain why

you chose these 5 lessons as representative lessons.

Table #: Lesson Plan Overview

Lesson # Unit Goal Addressed Brief Description

Your submitted lesson plans will follow the outline table. Make sure that all assessments used

are submitted with each lesson plan.

Each lesson plan must follow the format for the Lesson Plan template and include all

components:

Related state, CCSS and/or national standards and specific objectives of the lesson

with aligned assessment(s).

Relevance to the unit goal(s)

Materials/Resources/Equipment/References needed for the lesson (for teacher and

students).

Introductions and Procedures/ steps of instruction including content written in detail

so anyone could teach your lesson.

Differentiation of Instruction (accommodations/modifications/extensions) -

Information on student needs and previous assessment results from Dimension 1

(Contextual Factors) will inform your differentiation and/or interventions

(accommodations/modifications/extensions). List these interventions by student number

within each lesson plan. As much as possible, the interventions should be specific to each

plan. Students with IEPS or who are ELL or GT should have specific

accommodations/modifications/extensions. It may be appropriate to consult with other

school personnel (special education teacher, ELL teacher) in creating interventions

for special populations.

All assessments, formative or summative, formal or informal for each less are listed and

attached.

Analysis of Student Learning and Reflection (refer to questions posed on Lesson

Plan Components for each) on each lesson that includes:

1. Use of data to summarize student performance and analyze whether students

learned what was intended.

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2. Explanation of what you will do to increase student learning in future

instruction through interventions (accommodations/modifications, extensions

with accommodations/modifications, etc.)

Examples of instructional technology might include computer hardware and software, the Internet,

“smart” board, digital cameras, digital camcorders, digital audio players, heart-rate monitors,

midi keyboards, digital microscopes, handheld computers, and data collection probes.

Examples of technology integration might include P-12 students using multimedia software to

create presentations; P-12 students using spreadsheet/graphing software analyze data;

P-12 students using digital video to tell a story; P-12 students with special needs/ELL

using assistive technology to meet curricular objectives.

Using a word processor to type lesson plans, showing a video or using the overhead projector, or candidate e-mail

communication are not considered instructional technology for this assignment.

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Dimension 5. Post-Assessment Plan and Results Suggested Page length: 3- 5 pages including pre- and post-table(s) plus copy of post-assessment

Task

Analyze your assessment data, including pre-/post-assessments and formative assessments, to

determine students’ progress toward meeting the unit goal(s). You will also describe instructional

decision making related to unit activities, modification, and technology.

Design and attach a post-assessment for your unit topic. Make sure that you align and label

each item of the post-assessment with the unit goal(s) and state the point value. Include

prompts and/or student directions. Clearly explain how you evaluated or scored the post-

assessment. Review the mastery level established in Dimension 3 to determine if the

students’ performance met the unit goal(s). Include all scoring instruments such as rubrics,

observation checklists, rating scales, item weights, tests, and/or answer key(s).

Describe the post-assessment and how it is aligned with your unit goal(s). If the post-

assessment is different than the pre-assessment, explain the differences and the rationale for

modifying. If the post-assessment is the same, justify this decision.

For each unit goal, copy and insert the table from Dimension 3. The completed table (example

below) should include the following information for all students in the class: student number

(Column 1), differentiation needs (Column 2), pre-unit measure (Column 3), post-unit

measure (Column 4), gains (Column 5), and whether the Unit goal was met for each student

(Column 6). Use percent of total correct for Columns 3 and 4. The purpose of this table is to

provide an overview of the impact of your instruction on students’ attainment of each unit

goal.

Table #: Results for Unit Goal # [Sample]

Column 1

Student

Number

Column 2 Differentiation

Needs

(IEP, ELL,

G/T)

Column 3

Pre-unit

measure

(% of total)

Column 4

Post-unit

measure

(% of total)

Column 5

Change in

percentage

points

Column 6

Was Mastery of the

Unit Goal met?

Student #1 IEP 25% 70% 45%pts No

Student #2 GT 80% 100% 25% pts yes

Student #3 IEP 50% 80% 30%pts no

Student #4 GT 60% 65% 5%pts no

Student #5 NONE 70% 85% 15%pts yes

Student #6 NONE 77% 80% 3%pts no

Student #7 ELL 45% 60% 15%pts no

Student #8 ELL 70% 88% 18%pts yes

Student #9 GT 100% 100% 0%pts yes

Student #10 NONE 85% 88% 3%pts yes

Column 1 Total number of students:

Column 3

Average pre-

unit score (%):

Column 4

Average

post-unit

score (%):

Column 5

Total number of

students making

gains:

Column 6

Total number of

students meeting

this unit goal:

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Write a summary of the class progress to address the following prompts:

1. Use the overall pre- and post-assessment data to describe the impact on student learning

of the entire unit. Make sure to reference the data to support your conclusions.

2. On which unit goal or lesson objective did students do well? Why do you think so?

3. On which unit goal or lesson objective did students do poorly? Why do you think so?

4. On the unit goal or lesson objective on which students did poorly, what would you

change instructionally and why to ensure mastery by all students?

5. Using your Excel data table, choose one learning goal and sort the data by mastery or

gains. Include sorted table(s) and discuss individual students who met mastery (85%) or

did not meet mastery or who made significant or minimal gains.

Table# : Results for Unit Goal# Sorted by Mastery Sample

Student

Number

ELL,

IEP,

GT

Pre-unit

assessment (% of

total)

Post-unit

assessment (%

of total)

Changes in

percentage points

Was Mastery of the

Unit Goal Met?

Student #6 None 77% 80% 03%pts no

Student #4 GT 60% 65% 05%pts no

Student #7 ELL 45% 60% 15%pts no

Student #3 IEP 50% 80% 30%pts no

Student #1 IEP 25% 70% 45%pts no

Student #9 GT 100% 90% -10%pts yes

Student #10 None 85% 88% 03%pts yes

Student #5 None 70% 85% 15%pts yes

Student #8 ELL 70% 88% 18%pts yes

Student #2 GT 80% 100% 20%pts yes

6. Discuss interventions (accommodations/modifications/extensions) you used for students

including those described in Dimension 1 and others. Explain which were most effective,

which were least effective, and why you think so.

7. Instructional Technology:

a. Looking over your entire unit, list all of the ways you and/or your students used

instructional technology, including any Assistive Technology.

b. Reflect on the benefits and drawbacks of the technology you chose to use.

IMPORTANT: Mastery of English language usage and writing skills and appropriate format are

expected.

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Glossary

Accommodations – Support provided to diverse learners needed to successfully demonstrate

learning. Accommodations should not change expectations or standards and/or assessment.

Align – Showing direct connection between two ideas.

Asset perspective - An asset approach does not start with what is lacking or problematic. It focuses

on what capacities the individual has, that are assets. It is referred to as the glass “half-full” approach.

Authentic – Activities and assessments that resemble real world tasks.

Ceiling effect - Occurs when a student attains the maximum score or attains the maximum score or

“ceiling” on an assessment and thus prevents the appraisal of the full extent of the student’s

knowledge.

Contextual Factors – Description of pertinent community/school/classroom characteristics that may

influence teaching and learning.

Differentiate – Recognizing students varying background knowledge, readiness, language,

preferences in learning, interests, and reacting responsively in designing instruction. Differentiated

instruction is a process to approach teaching and learning for students of differing abilities in the

same class. The intent of differentiating instruction is to maximize each student’s growth and

individual success by meeting each student where he or she is, and assisting in the learning process

(http://www.cast.org/publications/ncac/ncac_diffinstruc.html). Environmental Demands - The environment demands that can or may interfere with learning. One

such demand can be the climate of the classroom, including temperature, noise, uncomfortable

seating arrangements, and/or students in groups that place their back to the teacher and/or board. In

addition, students working in small groups can present an environmental demand that is difficult for

some group members who may have difficulty concentrating on their group's discussion since they

are distracted by conversations of other groups.

Formative Assessment – Measurement of student learning taken during unit instruction in order to

make necessary changes to teaching to ensure mastery of unit goals. Feedback from formative

assessment should also be provided to students with opportunity for improvement.

Interventions – Accommodations or modifications made to instruction and assessment to meet the

needs of diverse learners.

Unit goals – Big ideas or concepts of the unit; driven by state or national academic standards.

Lesson Objective – A measureable statement of student achievement that is within a specific lesson

that leads to achieving unit goal. Includes a behavior, condition, and criterion for mastery.

Modifications – Changes made to standards and/or assessment in order to meet the needs of diverse

learners that alter typical expectations or standards for the class. Modifications are made when

expectations go beyond ability level of student.

National Standards – Often used in K-12 content areas because of the complexity in teaching

multiple grade levels.

Pre-Assessment – Administered prior to teaching in order to measure students’ prior knowledge of

content. Data should be used to plan instruction and measure individual needs.

Post-Assessment – Often referred to as “summative assessment.” Provides information regarding

students’ understanding of unit goals after unit is taught.

Rationale – Reason behind decisions made; should be convincing and related to contextual factors,

application to real life, and/or educational research.

Real-life Application – How content can be related to everyday life for students.

State Content Standards – Although based upon national standards, state standards are specific to

each state. These are used in the core academic areas of English Language Arts, Mathematics,

Science, and Social Studies in grades kindergarten through 12.